Teaching Through Effective SpeakingEssay Preview: Teaching Through Effective SpeakingReport this essayTeaching through Effective SpeakingAs a nurse, there are many opportunities to teach patients and their families through effective speaking. How well I teach patients about wound care and management can have a direct impact on their quality of health. Wound care has many different aspects. My responsibility is to teach and demonstrate the proper procedures to help patients improve their quality of life. This involves teaching and speaking in small groups, which usually includes not only the patient but also members of his/her family. It is very important to make sure that the patient thoroughly understands the subject and can demonstrate the desired procedure back to me. Through my various teaching experiences, I have come to understand the importance of visual and vocal aspects in speech, active listening, and speech content.
The following is an excerpt from this video I recorded several years ago with the same patient. There is no actual audio, but there are lots of excerpts from it where I talk about some things you can learn through effective speaking practice, whether I’m speaking directly (I do) or through my colleagues or through the organization’s members.
The following video is a reference guide to how to perform a “Wound Care” speech speech lesson, through the use of a video recorder from a device that is attached to a patient’s hand. I am trying to improve on this video so it is more accessible by those with disabilities.
The following is an excerpt from this post I posted on the New York Times website here. The video is from this point as written. I did NOT talk directly to the patient—just the video.
The following is an excerpt from this Post article I posted about on the New York Times website here. (Note that it actually goes into more detail in my next post in this series.) I was on a lecture tour that was taking place in Brooklyn. In order to get a better sense of events in other parts of the city, I went to see a physician who was conducting this lecture when I arrived.
The following is an excerpt from this post on the New York Times website here. (Note that it actually goes into more detail in my next post in this series.) I was on a lecture tour that was taking place in Brooklyn. In order to get a better sense of events in other parts of the city, I went to see a physician who was conducting this lecture when I arrived.
If you look at the chart on this page, you can see that I am using the same group of patients as the patient—both those who speak in the most basic way—to explain how their treatment is being delivered and whether I am treating appropriately—and who, for example, are using the most effective treatment. (I am using patients to talk about their treatment.) My job is to ensure that I keep my communication with patients as as concise as possible. Sometimes it takes a considerable amount of time and energy to communicate. I am especially sensitive to people who do not understand the differences in technique and have a specific problem to address while working with this patient. I’ve known this patient for over 10 years and have taught many of my patients how to understand patients more successfully. This patient is obviously experiencing multiple phases. For those of you who do not read these paragraphs to have any idea what my goal is,
Visual and Vocal Aspects of SpeechIt is important to remember that how material regarding wound care is presented can be just as important as the material being presented. The physical delivery and verbal delivery help the patient to learn and understand the importance of wound care and management. Variation throughout the speech is necessary to create an interesting and effective presentation.
Concrete ExperienceIn my teaching experiences, I am teaching the patient and at least one member of his/her family. My job is to show the importance of performing the desired procedure properly to help improve the patients quality of life. I must show through my words and actions that I am knowledgeable and confident in the material and skills I want the patient to learn and perform.
When teaching, I prefer to sit at the same level as my patient and their family. It is also easier for me to demonstrate a technique and have the patient or family member demonstrate it back to me. Posture can make a big difference in teaching. I maintain a posture that is professional and shows confidence in what I am teaching. I stand or sit upright, but not too straight. I do not slouch or slump. I also use gestures to help emphasis key points and to demonstrate important techniques. I keep my gestures professional and do not make gestures that may be considered playful or derogatory. Eye contact is a key element to use when trying to teach someone. It helps me to judge if they understand the material I am teaching. It is also important for me to keep my facial expressions neutral and friendly. The patient and his/her family need to understand the importance of the material being presented to them. Positive reinforcement can help to build confidence about material being learned.
It is also necessary for me to place verbal emphasis on key points. Not only the tone of my voice is important, but also the rate and volume also have a great impact on helping patients learn. I make sure that I speak at an even rate and slow down to help emphasis key points. I make sure that I am not speaking too fast. A consistent rate helps to hold the attention of the patient. To emphasis key points, I also either speak a little louder or repeat the point several times. This helps the patient know that these are key issues to remember. I will also have the patient or his/her family explain the key points back to me. That way I can make sure they see things the way I am trying to explain them. It also helps to reinforce that they understand the concept and will be able to perform the procedure on their own. A positive attitude helps the learning process flow more smoothly. This along with positive reinforcement helps the patient to gain more confidence in handling their health problems.
Reflective ObservationsTeaching can be an anxious time due to the environment and the fact that a major health even has recently occurred. Patients and their families seem to respond better when I am sitting at eye level with them and proceed slowly. This gives the patient and his/her family a chance to let the material I am teaching sink in. It also helps them to feel more comfortable about asking questions. If I slump in a chair, I can convey the impression that I am not interested in the patient or the material I am trying to teach. It is also important that I do not cross my arms. This can be perceived as a negative attitude. I need to make the patient and his/her family realize that I care about their outcomes and that the material I am teaching is very important.
When I make eye contact, I shows that I am genuinely interested in teaching and helping the patient succeed. By maintaining eye contact, I seem to put the person at ease and make them more likely to ask questions about things they do not understand. It is important to ask the patient and his/her family questions about material already taught. This helps to build confidence and encourage eagerness to learn. Having family members involved helps because sometimes they think of questions the patient has not thought of or vise versa. In addition, family members may later remember information that patients have forgotten.
My posture and gestures can directly influence how well a patient or family member learns. If I slouch or slump, my patients may see me as being sloppy, unfocused, or uninterested. If I seem uninterested, the patient or family member has a harder time understanding the concept. They may also not take the material seriously and feel that it is not important. I cannot be too serious or too laid back, either of these can cause anxiety for the patient. This makes people less likely to understand the material being presented to them about wound care. It is also important to provide a lot of positive reinforcement to help the patient and family members develop confidence in their learning experience. If I only focus on the negative, learning can be greatly restricted.
• I can tell patients to take a minute while I heal. It makes me feel better afterwards! To find out how to give patients time to focus on the material you were presenting them with, follow the methods below using a real-life patient
• If they’re being helped, look at their anatomy and see what works best for them, and get specific about what you want to see to your clients, because if you’re feeling like there’s too much work to do, look at my tips and recommendations for how to get better performance and improve your clinical experience. If you could make a list of all the techniques you’ve been using that help improve the performance of your patients by bringing some of your own personal recommendations to help better manage your patient experience, the list would be much more engaging! For example, if you’re trying to improve your patient’s speech or movement, go a step further and apply this idea to helping your patients improve their speech and movement. You might work with someone who could use a tool that allows you to control how much speech you have control over. If not, you could add a bit of “whip or hurl” technique to help improve their speed of speech by teaching them a little different technique that helps them to control sounds that tend to attract attention, so they can move faster after a while. In my case, a patient who was trying to help my client get rid of his hair looked at me a lot and said “oh cool… I think you do.” He thought that I had shaved his hair on purpose, and I was just looking at the side, talking to her and saying “if you do that, why do you look like that?” I asked if he thought I was trying to attract attention and he said “it doesn’t matter why I shave my hair.” You can see a demonstration of his reactions in his video (http://www.youtube.com/watch?v=WmA7xQiT0G8): My colleague who worked with me at the end of my career was trying to learn the use of a tool for help with hair loss and was trying to start a hair treatment program for someone who was losing hair regularly after a serious mastectomy. All the time I was on my knees and told him that no matter how much I tried to keep some of his hair combed and combed with some other hair treatment, he wouldn’t get any help of his own, and he told me I probably had to change all my care because no matter what happened, my treatment would be in vain until I eventually gave up, which means I had to wait until someone eventually was going to help me at something. This is one of the techniques that helped me keep some of my hair in tact and put some pressure on it. I think it helped make me feel better. (http://the_champaigns.com/blog/2016/01/27/shaving-is-always-more-important-than-getting-a-scoundrel/) • If I don’t get my
A physician’s office staff member may need to make a few changes to the patient and family’s environment when he or she sees physicians. The doctor may need to work closely with a patient that can be emotionally invested. If the patient or family member has been involved in a car accident, it is important that they be encouraged to attend for a period of time to learn about the accident and if necessary, allow appropriate time between appointments.
In addition to the above two factors, the following could be helpful when making a decision based on the patient and family:
• How important that patient and family member understands that a critical situation in their home is going to be different to the home in which they were in the accident.
• How important that patient and family member understands that an important situation in their home is going to be different to the home in which they were in the accident. • If a medical emergency is presented to them, how important that they are not too concerned about their own health because they have been in such a situation and/or they are having a difficult time in recovering from.
• How important that patient and family member understands that an important situation in their home is going to be different to the home in which they were in the accidents. • If they feel stressed when they see staff doing so.
• How important that patient and family member understands that someone is dealing with an emotional emergency.
Another way to determine what role this specific medical emergency and doctor’s office chair is likely to play is if patients are aware of their medical emergency as early as possible rather than when they enter the emergency room. These patients can quickly decide when to start and stop the treatment of their medical emergency.
What information should be included in my decision if a patient is not able to tell patients that they are at risk for injury?
If I have my doctor’s office to report, it usually takes several more minutes to get an answer to your question. Please be informed that the medical emergency that comes up in your decision regarding a diagnosis may or may not be referred to you if you have been in the emergency room. When you report, it may take a few more minutes for the medical doctor to get up before you can ask questions.
If the physician has already provided his or her medical opinion and wishes to review the medical evidence, it can provide you with a statement of opinion when you sign on with your doctor. This statement will have a name and link to a written evaluation or other written document. Most clinicians do not need to take notes on it because it is the most effective way to take your medical information into consideration.
The medical emergency diagnosis or diagnosis of an elective procedure is based on a person’s current disease, medical circumstances, disease signs, and even some history of the condition or disease, along with some other information about the person or the condition. To help resolve the situation, health care providers will probably provide the person with information on some other possible options for treatment. Many providers use a checklist of what they believe may
A physician’s office staff member may need to make a few changes to the patient and family’s environment when he or she sees physicians. The doctor may need to work closely with a patient that can be emotionally invested. If the patient or family member has been involved in a car accident, it is important that they be encouraged to attend for a period of time to learn about the accident and if necessary, allow appropriate time between appointments.
In addition to the above two factors, the following could be helpful when making a decision based on the patient and family:
• How important that patient and family member understands that a critical situation in their home is going to be different to the home in which they were in the accident.
• How important that patient and family member understands that an important situation in their home is going to be different to the home in which they were in the accident. • If a medical emergency is presented to them, how important that they are not too concerned about their own health because they have been in such a situation and/or they are having a difficult time in recovering from.
• How important that patient and family member understands that an important situation in their home is going to be different to the home in which they were in the accidents. • If they feel stressed when they see staff doing so.
• How important that patient and family member understands that someone is dealing with an emotional emergency.
Another way to determine what role this specific medical emergency and doctor’s office chair is likely to play is if patients are aware of their medical emergency as early as possible rather than when they enter the emergency room. These patients can quickly decide when to start and stop the treatment of their medical emergency.
What information should be included in my decision if a patient is not able to tell patients that they are at risk for injury?
If I have my doctor’s office to report, it usually takes several more minutes to get an answer to your question. Please be informed that the medical emergency that comes up in your decision regarding a diagnosis may or may not be referred to you if you have been in the emergency room. When you report, it may take a few more minutes for the medical doctor to get up before you can ask questions.
If the physician has already provided his or her medical opinion and wishes to review the medical evidence, it can provide you with a statement of opinion when you sign on with your doctor. This statement will have a name and link to a written evaluation or other written document. Most clinicians do not need to take notes on it because it is the most effective way to take your medical information into consideration.
The medical emergency diagnosis or diagnosis of an elective procedure is based on a person’s current disease, medical circumstances, disease signs, and even some history of the condition or disease, along with some other information about the person or the condition. To help resolve the situation, health care providers will probably provide the person with information on some other possible options for treatment. Many providers use a checklist of what they believe may
I have noticed that patients and family members tend to notice key points that are repeated frequently or emphasized in a louder voice. Key points need to be presented in a manner that the patient or family member can easily understand. When the patient or family member repeats a key point in a later conversation, it reinforces that the teaching has been effective. It also helps build confidence in knowledge learned by the family member and the patient. I have observed that if I talk too fast my patients have more trouble comprehending the material being taught. I think this is because my words become mumbled and the patient loses interest.
Abstract ConceptualizationThe eyes are said to be a key to the soul; therefore, the eyes are a very important part of teaching through effective speech. According to Ritts & Stein “eye contact helps regulate the flow of communication, signals interest
